小学四年级学生写作构思技能培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思技能进行了分阶段培养。结果表明：①写作构思活动的实践模式可以有效地提高学生的写作构思技能水平,并能进而促进其写作水平的整体提高;②小学四年级学生在写作构思水平上不存在明显的性别差异,男女学生可以同等程度地接受构思技能的培训;③学生原有的写作技能水平和智力水平对于当前的写作活动有明显影响。     

作文前构思时间分配及其对写作成绩影响的研究

通过3个分实验考察了优差生的作文前构思时间分配及其不同的构思时间分配策略对作文成绩的影响。实验1发现“优生”和“差生”在无时限写作情况下,前者花在构思上的时间更多,并运用了较好的构思策略;实验2发现“优生”和“差生在限时写作情况下,在构思时间上没有显著的差异,但他们在构思策略上仍表现出差异;实验3发现长时限构思比短时限构思能够带来更好的文本质量。作者对写作前构思的计划和管理,可能是提高作文质量的自我调控策略之一。     

提纲策略对写作成绩影响的实验研究

本研究通过两个实验,考察了写作构思阶段的自我调控策略之一的提纲之运用对写作成绩的影响及其机制。实验一发现,书面提纲和心理提纲这两种常见的提纲形式对不同长度文章的写作质量有同等的积极影响;实验二发现,“半书面提纲”形式对写作质量的影响要显著好于书面提纲。研究表明,提纲策略效应的发挥,主要在于它帮助作者提高了构思阶段的认知加工水平。     

小学三年级学生阅读理解技能培养的实验研究

本研究在明确阅读理解实质的基础上,运用心理模拟法创立了阅读理解活动模式,这一模式包括相继联系的解析题目、通读感悟、划分段落、概括段意、归纳文意、全面检查六个基本的心智动作,并根据心智技能按模式定向、模式操作、模式内化三阶段形成的规律对阅读理解技能进行了分阶段培养。结果表明:①运用心理模拟法确立阅读理解活动的实践模式,并根据心智技能的形成规律对阅读理解技能进行培养,可以有效地提高小学三年级学生的阅读理解水平;②小学三年级学生在阅读理解水平上不存在明显的性别差异,男女学生可以同等程度地接受阅读理解技能的培训;③学生原有智力水平和阅读技能水平对于当前的阅读活动有一定影响,教师在教学前应设法了解学生的阅读理解水平。     

构思策略教学改善小学写困生故事文质量的实验研究

采用实验组、控制组前后测实验设计,运用SRSD策略教学模式,对23名小学写困生进行构思策略的训练。实验结果表明,在训练之前,实验组与控制组学生在故事文的长度、6项分质量指标及总体质量上的得分差异均不显著;但在接受策略教学后,实验组学生所写的后测故事文在情节吸引力、条理清晰度和总体质量上的平均得分均显著优于控制组学生,其总体质量的改善效应为0.80。因此,构思策略的教学能显著改善小学写困生的故事文写作质量。     

西方关于写作构思心理研究的进展

0引言所谓写作构思,就是作者根据所给定的题目要求,在头脑中确定所要表达的信息,并从长时记忆系统中提取这些信息,把它们组合成文章的内容结构和形式结构的过程。相对于阅读理解,西方对于写作构思的研究起步较晚,科学的研究直到80年代才出现。在这十多年的时间内,西方心理学家围绕写作构思过程及其影响因素进行了大量研究,积累了丰富的研究材料,可为我们进一步的研究提供借鉴。1有关写作过程和构思过程的研究国外心理学界对写作进行研究起始于对写作成品的分析,真正意识到写作过程的重要性是在认知心理学兴起之后。一般认为,最早…     

写作策略性知识教学的实验研究

1　引言写作策略性知识即关于如何写作的知识 ,其实质是一套如何布局谋篇、遣词造句和修改文章等方法或规则支配作者构思和修改文章的活动。它渗透或贯穿在整个写作过程之中 ,对写作活动和作品质量影响很大。一些研究写作的认知心理学家 (Ｒｏｏｔｌ,1985 ;Ｂｅｒｉｔｅｒ,Ｃ .,＆Ｓｃａｒｄａｍａｌｉａ ,Ｍ .1987 )通过对写作的专家和新手的对比研究 ,发现两者在写作能力上的差别主要表现在他们所掌握和运用的写作策略性知识的不同。可见 ,写作策略性知识在一定程度上决定作者的写作能力。在作文教学实际中 ,写作能力差的学生写的作文普遍…     

《作文的构思和创新》教案

一、设计思路 本设计旨在通过实例,让学生了解构思的方法。通过创新构思的思维训练,使学生掌握几种创新构思的方法。在写作实践中引导学生多角度构思,写出富有特色的文章。训练重点是从内容和写法上进行创新构思。     

英语多媒体学习中言语关联手势对认知负荷的影响

为了探讨英语多媒体学习中言语关联手势对认知负荷及学习成绩的影响,采用2×2被试间实验设计。结果发现：该手势对认知负荷影响的主效应不显著,但与英语语言技能水平之间存在交互作用,当学生语言技能水平低时,手势增加了认知负荷,反之,则降低认知负荷;该手势对句子转换的成绩没有明显影响,但在学生语言技能高时能提升理解能力的成绩。本研究结果提示,言语关联手势的运用有明显作用,它能提高或降低认知负荷,并对理解能力的成绩产生影响,但其大小和方向依赖于学生英语语言技能水平。     

西方写作教学研究的新进展

直至20世纪70年代初,西方的写作教学还是停留在古老的修辞法上,即依赖于范文形成写作规则,并把构思出的观点和思路转译成文字。之后,西方心理学家进行了大量实证研究,于是写作教学方法发生了根本性转变。     

The effects of adapting a writing course to students' writing strategies

Background. When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well‐defined writing strategies that have been identified, are those of a planning strategy and a revising strategy. Aims. To establish whether students will be more competent in managing the complexity of writing when writing instruction is adapted to their habitual writing strategy, thus resulting in better texts. Sample. 113 high school students (10th grade). Method. Students were randomly assigned to either the planning or the revising condition. To identify writing strategies, students completed a questionnaire concerning their planning and revising tendencies. To measure the level of writing skill, students' texts written during pre‐test and post‐test were analysed. Results. The effect of instruction based on a planning strategy interacted with the level of planning or revising strategy: the greater the use of such a strategy, the larger the effect on writing skill. In contrast, the effect of instruction based on a revising writing strategy did not interact with the level of planning or revising strategy. Results imply that students with strong tendencies to plan or revise profited from writing instruction based on a planning strategy, while students with a low tendency to plan or revise profited more from instruction based on a revising strategy. Conclusion. Adapting writing instruction to students' level of writing strategy, is an effective approach for learning to write.     

Execution and pauses in writing narratives: processing time, cognitive effort and typing skill

At the behavioural level, the activity of a writer can be described as periods of typing separated by pauses. Although some studies have been concerned with the functions of pauses, few have investigated motor execution periods. Precise estimates of the distribution of writing processes, and their cognitive demands, across periods of typing and pauses are lacking. Furthermore, it is uncertain how typing skill affects these aspects of writing. We addressed these issues, selecting writers of low and high typing skill who performed dictation and composition tasks. The occurrences of writing processes were assessed through directed verbalization, and their cognitive demands were measured through interference in reaction times (IRT). Before writing a narrative, 34 undergraduates learned to categorize examples of introspective thoughts as different types of activities related to writing (planning, translating, or revising). Then, while writing, they responded to random auditory probes, and reported their ongoing activity according to the learned categories. Convergent with previous findings, translating was most often reported, and revising and planning had fewer occurrences. Translating was mostly activated during motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes can be characterized as being typical of pauses, since translating was activated to a similar extent as the other two processes. Regarding cognitive demands, revising is likely to be the most demanding process in narrative writing. Typing skill had an impact on IRTs of motor execution. The demands of execution were greater in the low than in the high typing skill group, but these greater demands did not affect the strategy of writing processes activation. Nevertheless, low typing skill had a detrimental impact on text quality.     

Modelling multiple problem-solving strategies and strategy shift in cognitive diagnosis for growth

Problem-solving strategies, defined as actions people select intentionally to achieve desired objectives, are distinguished from skills that are implemented unintentionally. In education, strategy-oriented instructions that guide students to form problem-solving strategies are found to be more effective for low-achieving students than the skill-oriented instructions designed for enhancing their skill implementation ability. Although the existing longitudinal cognitive diagnosis models (CDMs) can model the change in students' dynamic skill mastery status over time, they are not designed to model the shift in students' problem-solving strategies. This study proposes a longitudinal CDM that considers both between-person multiple strategies and within-person strategy shift. The model, separating the strategy choice process from the skill implementation process, is intended to provide diagnostic information on strategy choice as well as skill mastery status. A simulation study is conducted to evaluate the parameter recovery of the proposed model and investigate the consequences of ignoring the presence of multiple strategies or strategy shift. Further, an empirical data analysis is conducted to illustrate the use of the proposed model to measure strategy shift, growth in skill implementation ability and skill mastery status.     

Capacity to vary writing hand/posture in relation to the Levy and Reid model for control of writing

Inherent in Levy and Reid's (1978) neurological model for the control of writing hand/posture were implications pertaining to the capacity of people to vary their hand/posture when writing. These implications were formulated into the writing variation hypothesis. The skill with which right-normal, left-inverted, and left-normal writers were able to write using hand/postures other than their preferred one was examined. The resulting performance was incompatible with Levy and Reid's neurological model. Whether or not subjects wrote with their preferred hand seemed more important than which posture they used.     

Consistently modeling the same movement strategy is more important than model skill level in observational learning contexts

The experiment undertaken was designed to elucidate the impact of model skill level on observational learning processes. The task was bimanual circle tracing with a 90° relative phase lead of one hand over the other hand. Observer groups watched videos of either an instruction model, a discovery model, or a skilled model. The instruction and skilled model always performed the task with the same movement strategy, the right-arm traced clockwise and the left-arm counterclockwise around circle templates with the right-arm leading. The discovery model used several movement strategies (tracing-direction/hand-lead) during practice. Observation of the instruction and skilled model provided a significant benefit compared to the discovery model when performing the 90° relative phase pattern in a post-observation test. The observers of the discovery model had significant room for improvement and benefited from post-observation practice of the 90° pattern. The benefit of a model is found in the consistency with which that model uses the same movement strategy, and not within the skill level of the model. It is the consistency in strategy modeled that allows observers to develop an abstract perceptual representation of the task that can be implemented into a coordinated action. Theoretically, the results show that movement strategy information (relative motion direction, hand lead) and relative phase information can be detected through visual perception processes and be successfully mapped to outgoing motor commands within an observational learning context.     

Chinese-English biliteracy acquisition: cross-language and writing system transfer

This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems-Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes-phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills.     

中文读写能力及其相关因素研究

使用5点量表,本研究在北京地区调查了2187名小学一、三、五年级儿童的中文读写能力及其相关因素。因素分析抽取了8个因素：书面语意义理解、基本知觉能力、书写技能、家庭阅读背景、动作技能、口语能力、朗读和听写、书面表达。对上述因素进行多元逐步回归分析发现,各种读写能力内部相关显著。基本知觉能力、口语能力、家庭阅读背景和动作技能分别对中文读写能力的不同成分有显著解释作用。这个结果对于理解阅读能力发展及其与家庭阅读背景、口语、基本知觉一动作能力之间的关系,以及阅读障碍的内在机制具有重要的理论意义。     

Focus of attention and automaticity in handwriting

This study investigated the nature of automaticity in everyday tasks by testing handwriting performance under single and dual-task conditions. Item familiarity and hand dominance were also manipulated to understand both cognitive and motor components of the task. In line with previous literature, performance was superior in an extraneous focus of attention condition compared to two different skill focus conditions. This effect was found only when writing with the dominant hand. In addition, performance was superior for high familiarity compared to low familiarity items. These findings indicate that motor and cognitive familiarity are related to the degree of automaticity of motor skills and can be manipulated to produce different performance outcomes. The findings also imply that the progression of skill acquisition from novel to novice to expert levels can be traced using different dual-task conditions. The separation of motor and cognitive familiarity is a new approach in the handwriting domain, and provides insight into the nature of attentional demands during performance.     

Writing errors by normal subjects

Writing is a complex process requiring visual memory, attention, phonological and semantic operations, and motor performance. For that reason, it can easily be disturbed by interfering with attention, memory, by interfering subvocalization, and so on. With 16 female third-year students (23.4 +/- 0.8 yr.) from the University of Trieste, we investigated the production of errors in three experimental conditions (control, articulatory suppression, and tapping). In the articulatory suppression condition, the participants produced significantly more linguistic impairments (such as agrammatism, unrelated substitutions, sentence omissions, and semantically deviant sentences), which are similar to linguistic impairments found in aphasia. On the tapping condition there were more perseverations, deletions, and substitutions of both letters and words. These data suggest that writing is not an automatic skill. Only after many years of experience and practice of processing information (through cortical to subcortical channels) can writing be considered an automatic skill. Limited experimental conditions can disrupt the writing system of normal subjects, probably interfering with the cortical to subcortical loops, and link normality to pathology.